Il ne faut pas que nos lois antiracistes deviennent demain notre tombe.
L'islam est le culte de la haine de l'autre et la mort de la vie.
Le laisser faire, c'est lui tendre le couteau de boucher pour nous égorger avec.
Avec fermeté et courage, soyons les valeureux combattants de l'hydre musulmane. (Salem Ben Ammar)
Hirsch shows why American students perform less well than students in
other industrialized countries. Drawing on classroom observation, the
history of ideas, and current scientific understanding of the patterns
of intellectual growth, he builds the case that our schools have indeed
made progress in teaching the mechanics of reading, but do not convey
the more complex and essential content needed for reading comprehension.
Hirsch reasons that literacy depends less on formal reading 'skills'
and more on exposure to rich knowledge. His argument gives parents
specific tools for enhancing their child's ability to read with
comprehension; shows how No-Child-Left-Behind tests and SATs are
measuring a kind of knowledge that is not being taught in our schools;
and maps out how American schools can become a strong antidote to
poverty and to the race-based achievement gap, and thus fulfill our
democratic ideal for our children.
of the major contributions of psychology is the recognition [that]
much of the information needed to understand a text
is not provided by the information expressed in the text itself but must
be drawn from the language user's knowledge of the person, objects,
affairs, or events the discourse is about.
T. A. VAN DIJK AND W. KINTSCH
am sure that the power of vested interests is vastly exaggerated
compared with the graduat encroachment of ideas . . . Soon or late, it
is ideas, not vested interests, which are dangerous for good
J. M. KEYNES
The General Theory of Employment, Interest, and Money